® LinguaFolio ® Can-Do Language Learning Part 1 ACTFL 2013 Ryan Wertz – Ohio DOE Jacque Van Houten – Kentucky DOE

®

LinguaFolioLinguaFolio®®

Can-Do Language LearningCan-Do Language LearningPart 1Part 1

ACTFL 2013ACTFL 2013

Ryan Wertz – Ohio DOERyan Wertz – Ohio DOEJacque Van Houten – Kentucky DOEJacque Van Houten – Kentucky DOE

®

®

Part 1Part 1 Conceptual FrameworkConceptual Framework LinguaFolio Components LinguaFolio Components Performance-Based Learning and Performance-Based Learning and

AssessmentAssessment

Part 2Part 2 Brief Overview of LinguaFolio ResearchBrief Overview of LinguaFolio Research Reflective Learning Process with a Reflective Learning Process with a

Focus on Goal SettingFocus on Goal Setting InterculturalityInterculturality

AGENDAAGENDA

®

It’s Your TurnIt’s Your Turn

What tools exist for us to What tools exist for us to assess language performance? assess language performance?

What types of formative and What types of formative and summative assessments are summative assessments are used in your schools/districts?used in your schools/districts?

®

Formative & Summative Formative & Summative Assessment OptionsAssessment Options

Work samples Work samples Documentation of life Documentation of life

experiencesexperiences Performance tasks Performance tasks Self-assessments or Self-assessments or

peer-assessments of peer-assessments of language competencies language competencies

Self-assessment of Self-assessment of intercultural intercultural experiencesexperiences

ELLOPAELLOPA SOPASOPA NOELLANOELLA STAMPSTAMP AAPPLAAPPL IPAsIPAs End-of-Course End-of-Course ExamsExams AP ExamsAP Exams OPI / WPTOPI / WPT

®

ACTFL National StandardsACTFL National Standards

CommonCommonEuropeanEuropean

Framework ofFramework ofReference & Reference &

European European LanguageLanguagePortfolioPortfolio

ACTFLACTFLProficiency & Proficiency & PerformancePerformanceGuidelinesGuidelines

LFLF ® ®

LinguaFolioLinguaFolio ® ®

®

It’s Your TurnIt’s Your Turn

What do you think LinguaFolioWhat do you think LinguaFolio® ®

is?is?

®


comprehensive, portable record of comprehensive, portable record of learner proficiency & ongoing progresslearner proficiency & ongoing progress

record of cultural experiences and record of cultural experiences and intercultural growthintercultural growth

®


standards- and proficiency-based tool standards- and proficiency-based tool for language learnersfor language learners

self-directed goal-setting and self-directed goal-setting and formative assessmentformative assessment

®

LinguaFolioLinguaFolio®® Partners Partners

®

For Young Learners: LinguaFolio, For Young Learners: LinguaFolio, Jr.Jr.

®

LinguaFolioLinguaFolio®®

®

PassportPassport

Multiple LanguagesMultiple Languages

Comprehensive LevelsComprehensive Levels

Modes of CommunicationModes of Communication

Proficiencies within each languageProficiencies within each language

External EvaluationsExternal Evaluations

®

Self-Assessment GridSelf-Assessment Grid Proficiency LevelsProficiency Levels

Novice, Intermediate, Advanced, Novice, Intermediate, Advanced, Superior and DistinguishedSuperior and Distinguished

Low, Mid, HighLow, Mid, High ModesModes

InterpretiveInterpretive InterpersonalInterpersonal PresentationalPresentational

®

Language BiographyLanguage Biography

Languages I have learned in my familyLanguages I have learned in my family

Languages I have learned in schoolLanguages I have learned in school

Languages I have learned outside Languages I have learned outside school instructionschool instruction

Language experiences (e.g., travel Language experiences (e.g., travel abroad, work exchange)abroad, work exchange)

®

Can-Do StatementsCan-Do Statements

NCSSFL-ACTFL Global Can-Do NCSSFL-ACTFL Global Can-Do BenchmarksBenchmarks

Sub Can-Do StatementsSub Can-Do Statements

Example Can-Do StatementsExample Can-Do Statements

Customized StatementsCustomized Statements

®

Novice HighGLOBAL CAN-DO BENCHMARKS

SUB CAN-DO

EXAMPLES

CUSTOMIZED CAN-DO

®

Can-Do StatementsCan-Do Statements

I can do this easily and well.I can do this easily and well.

This is one of my goals.This is one of my goals.

Additional LinguaFolio Online Descriptor:Additional LinguaFolio Online Descriptor:

I can do this with help.I can do this with help.

®

Other Biography ResourcesOther Biography Resources

Learner InventoryLearner Inventory Requires learners to consider all of the ways Requires learners to consider all of the ways

in which they’ve used the target language.in which they’ve used the target language.

““How Do I Learn?” InventoryHow Do I Learn?” Inventory Has learners better understand their Has learners better understand their

individual learning styles by considering the individual learning styles by considering the learning strategies that are most effective to learning strategies that are most effective to them.them.

®

Dossier EvidenceDossier Evidence Role Play (Digital Recording)Role Play (Digital Recording) Poster Board (Digital Photos)Poster Board (Digital Photos) Written Presentation (Scanned)Written Presentation (Scanned) Oral Presentation (Mp3 File)Oral Presentation (Mp3 File) Blog EntryBlog Entry Multimedia PresentationMultimedia Presentation

®

LinguaLinguaFolioFolio®®

identifyidentifyproficiencyproficiency

setsetgoalsgoals

chartchartlanguagelanguageprogressprogress

reflect onreflect onlearninglearning

chartchartinterculturalintercultural

growthgrowth

demystifydemystifylanguagelanguagelearninglearninghousehouse

evidenceevidence

®

Backward DesignBackward Design

Identify desired Identify desired resultsresults

Determine Determine acceptable acceptable evidenceevidence

Plan learning Plan learning experiences / experiences / instructioninstruction

®

Questions to ConsiderQuestions to Consider With the goal of proficiency in With the goal of proficiency in

mind, how do we get learners to mind, how do we get learners to take charge of their own take charge of their own learning?learning?

What skills, tools, and mentality What skills, tools, and mentality do learners require?do learners require?

How does the role of the learning How does the role of the learning facilitator (teacher) change?facilitator (teacher) change?

®

Performance-Based Performance-Based ApproachApproach

Promotion of real-life languagePromotion of real-life languagecompetencies by:competencies by: engaging the learner in engaging the learner in

contextualized, meaningful, and contextualized, meaningful, and communicative-oriented learning communicative-oriented learning tasks.tasks.

focusing on functional language focusing on functional language (language as an applied skill).(language as an applied skill).

®

Learner-drivenLearner-driven

Active participantsActive participants

Intrinsically Intrinsically motivatedmotivated

Learning-how-to Learning-how-to learnlearn

Learner-Learner-CenteredCentered

Teacher-Teacher-CenteredCentered

Performance-Based ApproachPerformance-Based Approach

Teacher-drivenTeacher-driven

Passive recipientsPassive recipients

Extrinsically Extrinsically motivatedmotivated

Direct instructionDirect instruction

®

Teacher as FacilitatorTeacher as Facilitator

Provides opportunities for learners Provides opportunities for learners to…to…

set their own goals;set their own goals;

help select and use meaningful help select and use meaningful learning strategies to attain learning strategies to attain goals;goals;

self-assess; self-assess;

®

Teacher as FacilitatorTeacher as Facilitator(contd.)(contd.)

Provides opportunities for learners Provides opportunities for learners to…to…

reflect on their learning outcomes;reflect on their learning outcomes;

respond to can-do statements; andrespond to can-do statements; and

provide evidence of what they provide evidence of what they know and can do.know and can do.

®

LearnersLearners understand the purpose for understand the purpose for

learning what is being presented;learning what is being presented;

accept responsibility for their own accept responsibility for their own learning;learning;

share in the setting of learning share in the setting of learning goals;goals;

®

LearnersLearners participate in the selection and participate in the selection and

implementation of learning implementation of learning strategies and activities that will strategies and activities that will meet their individual learning styles meet their individual learning styles and needs; and needs;

reflect on learning outcomes; andreflect on learning outcomes; and

collect evidence.collect evidence.

®

Learner Self-CheckLearner Self-Check What am I learning?What am I learning?

Why am I learning it?Why am I learning it?

How am I learning it?How am I learning it?

How can I demonstrate my How can I demonstrate my learning?learning?

What am I going to do next?What am I going to do next?

®

Self-AssessSelf-Assess

I can explain the background of LFI can explain the background of LF ® ®. .

I can name the three components of LFI can name the three components of LF ® ®

and tell a little about how each is used. and tell a little about how each is used.

I can explain the facilitator role in LF I can explain the facilitator role in LF ®®..

I can think of ways LinguaFolio I can think of ways LinguaFolio ® ® might might be used in my classes to promote be used in my classes to promote learner autonomylearner autonomy..

®

Part 1Part 1 Conceptual FrameworkConceptual Framework LinguaFolio Components LinguaFolio Components Performance-Based Learning and Performance-Based Learning and

AssessmentAssessment

Part 2Part 2 Brief Overview of LinguaFolio ResearchBrief Overview of LinguaFolio Research Reflective Learning Process with a Reflective Learning Process with a

Focus on Goal SettingFocus on Goal Setting InterculturalityInterculturality

Review Session #1 - Preview Review Session #1 - Preview Session #2Session #2

LinguaFolio LinguaFolio ®®

Can-Do Language Can-Do Language LearningLearning

Part 2Part 2ACTFL 2013ACTFL 2013

Ryan Wertz – Ohio DOERyan Wertz – Ohio DOEJacque Van Houten – Kentucky DOEJacque Van Houten – Kentucky DOE

®

Nebraska StudyNebraska StudyDr. Ali Moeller, University of Dr. Ali Moeller, University of Nebraska, has completed a five-year Nebraska, has completed a five-year longitudinal study with 120 teachers longitudinal study with 120 teachers and their students in grades 7-12 and their students in grades 7-12 investigating…investigating… the impact of learner autonomy;the impact of learner autonomy; the impact of goal setting on the impact of goal setting on

student achievement; andstudent achievement; and the role of self-assessment.the role of self-assessment.

®

Promoting AutonomyPromoting Autonomy

How do we position students to… How do we position students to… think about their own learning think about their own learning

and and make connections inside and make connections inside and

outside the classroom outside the classroom

……in order to monitor their in order to monitor their learning development?learning development?

Moeller, 2010

®

Result: A Formula for Result: A Formula for SuccessSuccess

Setting GoalsSetting Goals++

Documenting ProgressDocumenting Progress++

Self-assessing LearningSelf-assessing Learning==

Learner AchievementLearner AchievementMoeller, 2010

®

Expectations that learnersExpectations that learnersestablish for themselvesestablish for themselves

≠≠Academic expectationsAcademic expectationsestablished by teachersestablished by teachers

®

Effects on Learner Effects on Learner AchievementAchievement

Principles ofPrinciples ofAssessmentAssessmentforfor Learning Learning

++LinguaFolioLinguaFolio®®

ReducedReducedClassClassSizeSizevs.vs.

4x to 5x4x to 5x

>>Moeller, 2010

®

Most Recent Research Most Recent Research FindingsFindings

LinguaFolio use is linked to LinguaFolio use is linked to increased student intrinsic increased student intrinsic motivation, increased task-value, motivation, increased task-value, and more accurate self-assessment. and more accurate self-assessment.

The study supports LinguaFolio as an The study supports LinguaFolio as an effective approach to increase effective approach to increase students’ self-regulated learning.students’ self-regulated learning.

Ziegler, N and Moeller, A. J.(2012). Increasing Self-Regulated Learning through the LinguaFolio. Foreign Language Annals, 45 (3).330-348.

Adjust / Set Adjust / Set learning learning

goalsgoals

Select Select strategiestrategie

ss

Provide Provide evidenceevidence

Self-Self-assessassess

and and reflectreflect

ReflectivReflectivee

LearningLearningProcessProcess



Set learning Set learning goalsgoals


ss








®

Long-Term Goals and Long-Term Goals and PurposePurpose

What do you ultimately What do you ultimately want to achieve / be able to want to achieve / be able to

do and at what level of do and at what level of accomplishment?accomplishment?

Moeller, 2010

®

Facilitator Role in Goal Facilitator Role in Goal SettingSetting Model goal setting.Model goal setting.

Focus on functional use of Focus on functional use of language.language.

Employ the principles of backward Employ the principles of backward design in goal-setting.design in goal-setting.

Provide ample opportunities for Provide ample opportunities for learners to set their own goals and learners to set their own goals and reflect on them. reflect on them.

Ensure students set SMARTER goals.Ensure students set SMARTER goals.

®

LinguaFolioLinguaFolio ® ® SMARTER SMARTER Goals Goals

SSpecificpecific MMeasurableeasurable AAchievablechievable RRelevantelevant TTime-boundime-bound EEvidencedvidenced RReflectedeflected

®

It’s Your Turn:It’s Your Turn:SMART(ER) or SMART(ER) or

Not?Not?I can…I can… order from a McDonald’s menu.order from a McDonald’s menu. conjugate the verb “to be.”conjugate the verb “to be.” count to 100.count to 100. list irregular adjectives and their endings.list irregular adjectives and their endings. describe a recent experience.describe a recent experience. read and summarize a real estate ad read and summarize a real estate ad

from a Web site.from a Web site. get an “A” on my language test.get an “A” on my language test.

®

Facilitator Goals Learner Facilitator Goals Learner GoalsGoals Write/talk about Write/talk about

our visit to the zoo.our visit to the zoo. Write a note to a Write a note to a

friend.friend. Make a fitness plan Make a fitness plan

for the week.for the week. Compare two Compare two

works of art.works of art. Design a personal Design a personal

resume.resume.

Describe animals I Describe animals I see at the zoo.see at the zoo.

Text a message to a Text a message to a friend.friend.

Design my own Design my own personal fitness plan.personal fitness plan.

Tell why I like or Tell why I like or dislike a piece of art.dislike a piece of art.

Recognize the parts Recognize the parts of a resume.of a resume.


goalsgoals


ss








®

Select StrategiesSelect Strategies Brainstorm words I need to know.Brainstorm words I need to know. Make and use flash cards.Make and use flash cards. Participate in role-play.Participate in role-play. Find and read Internet resources.Find and read Internet resources. Listen to native speakers discuss my Listen to native speakers discuss my

topic.topic. Share a draft with a classmate for peer Share a draft with a classmate for peer

review.review. Teach a concept to a sibling or a friend.Teach a concept to a sibling or a friend. Record and critique myself.Record and critique myself. Put concept to music or use movement.Put concept to music or use movement.


goalsgoals


ss








®

Provide EvidenceProvide Evidence

describe animals describe animals I see at the zoo.I see at the zoo.

text a message text a message to a friend.to a friend.

create my own create my own fitness plan.fitness plan.

tell why I like or tell why I like or dislike a piece of dislike a piece of art.art.

read a resume read a resume and identify the and identify the component parts.component parts.

captions on photos captions on photos of animals at the zooof animals at the zoo

uploaded text mssguploaded text mssg oral or written oral or written

personal fitness planpersonal fitness plan Digital capture of an Digital capture of an

oral or written oral or written presentation on a presentation on a work of artwork of art

resume with major resume with major parts clearly parts clearly identified and identified and labeled.labeled.

Goals: Goals: I can… I can… EvidenceEvidence


goalsgoals


ss








®

Learner Self-AssessmentLearner Self-Assessment Use a class rubric.Use a class rubric. Check off lesson/unit can-do Check off lesson/unit can-do

statements.statements. Reflect based on peer feedback.Reflect based on peer feedback. Compare evidence to original Compare evidence to original

goal.goal. Identify next steps.Identify next steps.

®

Learner (Language) Learner (Language) ReflectionReflection

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - -What surprised me about the What surprised me about the students we Skyped was…students we Skyped was…To prepare for the next time we To prepare for the next time we videoconference, I need to…videoconference, I need to…

About my learning:About my learning: I have learned… I have learned… I can…I can… I am good at…I am good at… I have difficulty I have difficulty

in…in…

About the lesson:About the lesson: I like … best b/c…I like … best b/c… The most The most

interesting thing interesting thing is…is…

®

Examples from a FLES Program:Examples from a FLES Program:What I’d like to share about how we What I’d like to share about how we celebrate birthdays with our partner class is…celebrate birthdays with our partner class is…I thought that the song/game from … was …I thought that the song/game from … was …

Learner (Intercultural) Learner (Intercultural) ReflectionReflection

Examples from Middle & High School Examples from Middle & High School Programs:Programs:Last week I texted with a friend from __ and I Last week I texted with a friend from __ and I misunderstood ___. Now I realize…misunderstood ___. Now I realize…When my friend from ___ laughed at my When my friend from ___ laughed at my comment, I felt ___ . Upon reflection, I realized comment, I felt ___ . Upon reflection, I realized that…that…

AdjustAdjust / Set / Set learning learning

goalsgoals


ss








®

Adjust GoalsAdjust Goals Before I text another message, I Before I text another message, I

have to know more texting have to know more texting shortcuts in the target language.shortcuts in the target language.

I still have trouble describing I still have trouble describing animals, so I have to learn more animals, so I have to learn more colors and review size words to colors and review size words to tell what they look like.tell what they look like.

The next step for me in the The next step for me in the process of writing a better process of writing a better personal fitness plan is to personal fitness plan is to consider my food choices.consider my food choices.

®

InterculturalityInterculturality

Presentational

Interpretive

Products

Practices

Perspectives Interpersonal

Com

mu

nic

ati

Com

mu

nic

ati

on

on

Cu

lture

sC

ultu

res

®

Intercultural Intercultural DocumentationDocumentation

1. Who, What, Where, When1. Who, What, Where, When

2.2.

Feel Know ActFeel Know Act

3. Reflect and Edit3. Reflect and Edit

Byram, 2001

®

Reflecting on Reflecting on InterculturalityInterculturality

Learning Facilitators:Learning Facilitators: provide insight into their own provide insight into their own

culture.culture. share their intercultural experiences.share their intercultural experiences. provide opportunities for provide opportunities for

intercultural encounters.intercultural encounters. demystify cultural differences.demystify cultural differences. facilitate learner reflection. facilitate learner reflection.

®

Building Reflective Building Reflective CapacityCapacity

Examples from a FLES Program:Examples from a FLES Program:

What I really liked about the…festival is What I really liked about the…festival is ……

What I’d like to share about how we What I’d like to share about how we celebrate birthdays with our partner celebrate birthdays with our partner class is…class is…

I thought that the song/game from … I thought that the song/game from … was …was …

Kids in … don’t celebrate Thanksgiving Kids in … don’t celebrate Thanksgiving because…but they do celebrate …because…but they do celebrate …

®


Examples from an Immersion ProgramExamples from an Immersion Program

I felt___when I realized that the students I felt___when I realized that the students in ___ do long division differently.in ___ do long division differently.

When working on our environmental When working on our environmental science project with the school in ___, I science project with the school in ___, I was surprised that ___.was surprised that ___.

What I discovered by comparing the US What I discovered by comparing the US food pyramid with the one in ___was____.food pyramid with the one in ___was____.

®


Examples from Middle & High School Examples from Middle & High School ProgramsPrograms

Last week I texted with a friend from __, Last week I texted with a friend from __, and I misunderstood ___. Now I realize…and I misunderstood ___. Now I realize…

What I understood from the speaker What I understood from the speaker was… What I still don’t understand was… What I still don’t understand is…,but I will…is…,but I will…

When my friend from ___ laughed at my When my friend from ___ laughed at my comment, I felt ___ . Upon reflection, I comment, I felt ___ . Upon reflection, I realized that…realized that…

®

®

®

September 2012

®

Self-AssessSelf-Assess

I can explain the importance of learner I can explain the importance of learner autonomy to a colleague or supervisor.autonomy to a colleague or supervisor.

I can set SMARTER goals for my learners.I can set SMARTER goals for my learners.

I can envision ways to apply the reflective I can envision ways to apply the reflective learning cycle in my own classes.learning cycle in my own classes.

I can provide opportunities for my learners I can provide opportunities for my learners to document their intercultural experiences.to document their intercultural experiences.

®

Contact InfoContact Info Ryan Wertz Ryan Wertz - Ohio DOE- Ohio DOE [email protected]@education.ohio.gov

Jacque Van Houten Jacque Van Houten [email protected]@jefferson.kyschools.us

Krystal SundstromKrystal Sundstrom - LinguaFolio Online at CASLS - LinguaFolio Online at [email protected]@uoregon.edu

LinguaFolio Information & ResourcesLinguaFolio Information & Resourceshttp://www.ncssfl.orghttp://www.ncssfl.org

Documents

® LinguaFolio ® Can-Do Language Learning Part 1 ACTFL 2013 Ryan Wertz – Ohio DOE Jacque Van Houten – Kentucky DOE